Literaturnachweis - Detailanzeige
Autor/inn/en | Scharfenberg, Franz-Josef; Bogner, Franz X. |
---|---|
Titel | Instructional Efficiency of Changing Cognitive Load in an Out-of-School Laboratory |
Quelle | In: International Journal of Science Education, 32 (2010) 6, S.829-844 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
Schlagwörter | Instructional Effectiveness; Efficiency; Difficulty Level; Cognitive Processes; Hands on Science; Science Experiments; Laboratory Experiments; Genetics; Science Instruction; Grade 12; Secondary School Students; Foreign Countries; Nonschool Educational Programs; Teaching Methods; Germany Unterrichtserfolg; Effectiveness; Effektivität; Wirkungsgrad; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Laboratory work; Laborarbeit; Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Deutschland |
Abstract | Our research objective focused on monitoring students' mental effort and cognitive achievement to unveil potential effects of an instructional change in an out-of-school laboratory offering gene technology modules. Altogether, 231 students (12th graders) attended our day-long hands-on module. Within a quasi-experimental design, a treatment group followed the newly developed two-step approach derived from cognitive load theory while a control group applied experimentation in a conventional one-step mode. The difference consisted of additional focused discussions combined with noting students' ideas (Step 1) prior to starting any experimental procedure (Step 2). We monitored mental effort (nine times during the teaching unit) and cognitive achievement (in a pre-post-design with follow-up test). The treatment demonstrated a change in instructional efficiency (by combining mental effort and cognitive achievement data), especially for intrinsically high-loaded students. Conclusions for optimizing individual cognitive load in science teaching were drawn. (Contains 5 tables and 1 figure.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |